Danielle Nicolls presents this wikispace in fulfillment of the requirements of
SEED 394 Internship in Secondary Education
The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Year-Long Residency Experience. In keeping with the School of Education’s theme of Learning & Leading + Reflective Practice, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Secondary Internship Field Experience and the associated written assignments will give the candidate the chance to reflect upon his or her progress toward becoming a teacher. Perhaps more importantly, he or she will have the opportunity to reassess and, hopefully, reaffirm his or her commitment to teaching as a career path.
Graves, D. (2001). The Energy to Teach. Portsmouth, NH: Heinemann
Danielle Nicolls' Spring 2012 SEED 394 Internship Placement
Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
X
Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement.
X
Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail.
X
During this first e-mail or phone call to your field based supervisor, ask if your FBS’s has recieved the URL explaining the experience and talk about the week to come.
X
Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom.
X
During the first visit to the classroom, notify your FBS of the URL for the experience and to your wikispace and let her/him know that you will be documenting the A. through D. requirements of the experience in your wikispace. Discuss the A. through D. requirements.
X
Discuss the FBS's evaluation forms on the Web site.
X
Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered contact information in the table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 20-40 required hours in the classroom.
X
When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people.
X
Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester.
X
Report to Dr. Kevin Reins via e-mail after you have completed your experience. Turn in your wikispace URL documenting your A.-D. requirements.
X
IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE.
SPR12 Week-long Secondary Internship Requirements
(A.) Documentation of 40 hours of field-based classroom participation (organized in a table with date, hours, and description); Options for 40 hours include:
A. SFNTHS – Project Coyote – covering of classes while SFNTHS faculty attend professional development (8 hrs.)
1. Work with a group of students
2. Ask questions of student(s) about PBL process and procedures
B. Observe the Roll Out of a PBL project at SFNTHS (6 hrs.)
C. Participate and give feedback as a knowledgeable other in the Publicly Presented Product/Performance of the Roll Out observed in b. (6 hrs.)
D. 20 hrs. with an assigned mentor teacher (Note: if you do not attend one or two of the options mentioned above in a. through c., you must pick up those hours in your field experience with your mentor teacher; the mentor is not responsible for any of these options, they will be provided by USD faculty.)
Documentation of part A:
Date
Hours
Description of my activities/participation in the classroom
3/26/12
6.5 hrs.
My meeting to meet Amy Held prior to the first day went well. We discussed the schedule for the week and what I could prepare in order to fulfill my requirements. I learned that they were working on Literature from the early 1900s. At this meeting it was determined that I would lead a class on “A Rose for Emily” as well as a citation and works cited workshop. I learned that Amy has three plans; English II, English III, and English III Honors. I learned the daily schedule (West High has block scheduling).
During our first block, we had plan. We worked with another teacher, Mrs. Gordon, and her student teacher. Amy and Mrs. Gordon work together to create each lesson. I was able to see the collaboration involved with creating parallel classes. They work from a list of “Learning Targets” which are content standards that the district provides.
The second block of the day was English III. This class was wrapping up their unit on The American Dream and presenting their projects. Their Learning Target for the day was “I can identify and analyze the relationship between concepts and characters”. The students were graded based on a group contract they did at the beginning of the unit. They determined at the start that their group was aiming for an “A”, “B”, or “C” as a highest grade. Each grade level had a different amount of work. To get an “A”, students had to utilize 21st century skills. I found it interesting that most groups did not aim for an “A”. This is Amy’s form of differentiation, which varied from the differentiation I had studied.
After English III was English II. They were beginning working on a paper about a story called “On the Rainy River”. They had to complete a graphic organizing about themes relating to the story. The graphic organizer helped students make their thesis for their papers.
Next was English III Honors. This group spent time reading The Great Gatsby. They then created fishbowl questions and did a fishbowl exercise. I enjoyed seeing the fishbowl in practice. It seemed like a very effective way to have a class discussion. The students were very interested in the story and were very active participants in the fishbowl.
3/27/12
5.5
Today during plan, I took time to read what English III was doing today. The story was called “The Jilting of Granny Weatherall”. I took time noting themes I could find because the class was going to be beginning their unit on themes. Today Amy was not there; the subs name was Mrs. Cotter. I worked with Mrs. Gordon for the “Learning Targets” for the day. I aided Mrs. Cotter by completing the day’s agendas on the board and relaying information from Mrs. Gordon to Mrs. Cotter. There were only two blocks in Amy’s schedule today and they were both English III.
3/28/12
7
Today English III read “The Jilting of Granny Weatherall”. I noted the differences of Amy doing the lecture compared to Mrs. Cotter. I began working on my prep for my citation workshop. English II continued their work with creating papers that support themes. I aided by walking through the story with a student with behavioral issues and helped him find a good theme for his paper. English III Honors continued a popcorn reading of The Great Gatsby.
3/29/12
7
To plan for today, I read “A Rose for Emily” a few times to prepare to read out loud to the class. I worked on areas where we could pause for some questions for understanding. I led the class in a popcorn reading of the story, and then we filled out a graphic organizer as a class to help further understanding of themes and to teach them how to fill out the graphic organizer, as they will be using it again for class. I led the class during the first block, and then Amy led the class the second block to make me aware of what she would have done different. After school, I aided in the tutoring room.
3/30/12
7
In English III, I led the class in the same lesson used the day before, changing some things that Amy helped me with. The class ran much smoother in this attempt than the day before. She read less and had the students read more, and when I used that technique, it helped a lot. I also paused more and asked more questions for understanding. In English II, I did my lesson plan on citations. After analyzing my pre-assessment, I determined that most students had little understanding of citations and work cited, so I focused on the basics. Their assessment was their works cited page as a ticket out the door. English III Honors read The Great Gatsby. During prep I read essays done by English III Honors students to help further my understanding of the level in which students write.
PBL
Hours
Description of PBL Embedded Experiences at SFNTHS
2/25/12
8 hrs.
I attended the SFNTHS Project Coyote. I was involved in... I observed...
Total
41 hrs.
Note: Some hours may be completed outside of your placement at SFNTHS. Please include these hours in your table.
(B.) 750-1000 word paper that is an analytic reflection of PBL
A. Advantages and benefits of PBL (wall-to-wall and/vs. integrated approach
1. Limitations and concerns
2. Possible solution(s) for each limitation/concern raised
(C.) Collaboratively plan/design, teach, assess, and analyze a lesson during the week-long experience
A. Select and prepare a lesson
1. Collaborate/decide upon a lesson to teach
2. Prospective secondary teacher prepares ideas individually first
3. Collaboratively discuss both parties’ ideas for the lesson
4. Prospective secondary teacher plans the lesson and prepares a formal lesson plan
B. Design a briefdiagnostic/pre-assessment tool for the lesson. The candidate is trying to capture naïve ideas/conceptions, well-known misconceptions pointed out by research, influencing prior knowledge, and/or knowledge of the concept/topic prior to the lesson to help inform the design of the lesson.
1. Give it to the students prior to teaching the lesson
2. Analyze the results
3. Make design changes to the prepared lesson based on results
C. Design an assessment (formative/summative) tool(s) to analyze the degree to which the lesson impacts student learning
1. Options: pre- and post-test (pre-test would replace the diagnostic), exit slip, performance task, one-minute write, journal prompt, etc.
(D.) Written reflection of your planning, teaching, and assessing of the lesson
The candidate is to discuss in a paper the engagement of students, evaluation of the learning of all students, data (possibly in the form of charts and graphs) from assessments, how the instructional decisions that were made impacted the data/results, and adjustments necessary for the instructional plan.
Grading Scale (Using the Nines System)x points is assigned an Ax points is assigned a Bx points is assigned a Cx points is assigned a D <=89 points is assigned an F
Items that I have included that might be helpful for accomplishing the requirements of the internship
Criteria for Written Reflection of your Planning, Teaching, and Analysis
1. What did the students learn from your lesson? How do you know they learned from your lesson? In answering these questions be sure to include a discussion of your data (possibly in the form of charts and graphs) from your assessments.
2. Were the students engaged? What observations and/or data lead you to believe that they were/were not engaged?
3. What did you think about or consider when planning the lesson? (Be specific.)
4. What do you think was the most effective part of the lesson? Why?
5. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? How did the instructional decisions that you made impact the data/results.
6. Were the activities/materials/visuals/aids appropriate? Why? Why not?
7. What necessary adjustments would you make to the instructional plan? What part or parts of your plan would you consider changing before teaching this lesson again? And why?
8. What do you see as your teaching strengths?
9. Identify a goal you would like to work on/achieve in your future teaching.
School of Education Standards for Initial Preparation of Teachers
1. Understands Content: The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter. 2. Understands Development: The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development. 3. Understands Difference: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. Designs Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards. 5. Manages and Motivates: The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation. 6. Communicates: The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness. 7. Plans for Instruction: The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community. 8. Evaluates: The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 9. Reflects on Practice: The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 10. Participates in the Professional Community and Seeks Professional Growth: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development. 11. Integrates Technology to Enhance Learning: The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity. 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities: The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.
Suggested Routines for Participating in the classroom
1. Make a seating chart.
2. Take attendance.
3. Run errands for the classroom teacher.
4. Help with classroom housekeeping.
5. Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. Help pass out materials to the students. 8. Arrange a bulletin board. 9. Check out books from the library to be used by students in the classroom.
10. Check out media to be used in a lesson.
11. Make a chart or graph.
12. Make a transparency or stencil.
13. Run a film, filmstrip, videotape, etc.
14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.).
15. Develop a bibliography for an upcoming unit.
16. Correct papers.
17. Set up or help set up a lab.
18. Write news/assignments on the chalkboard.
19. Set up a learning center.
20. Set up an experiment or a demonstration.
21. Obtain a speaker to come to class, or help organize a class field trip.
22. Help gather materials for a class party.
23. Help make costumes for a class play.
24. Send out a class newsletter to parents.
25. Help individual students with seatwork. 26. Assist a small group.
27. Assist students with library research.
28. Monitor a test. 29. Hand out and collect materials.
30. Listen to an individual student read or recite a lesson. 31. Give a test or a quiz.
32. Read aloud or tell a story.
33. Help students in a learning center.
34. Accompany students to school office, bus, playground, after-school programs.
35. Help monitor the hallway, lunchroom, or playground
Danielle Nicolls presents this wikispace in fulfillment of the requirements of
SEED 394 Internship in Secondary Education
The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Year-Long Residency Experience. In keeping with the School of Education’s theme of Learning & Leading + Reflective Practice, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Secondary Internship Field Experience and the associated written assignments will give the candidate the chance to reflect upon his or her progress toward becoming a teacher. Perhaps more importantly, he or she will have the opportunity to reassess and, hopefully, reaffirm his or her commitment to teaching as a career path.
Graves, D. (2001). The Energy to Teach. Portsmouth, NH: Heinemann
Danielle Nicolls' Spring 2012 SEED 394 Internship Placement
Check List of Next Steps
Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
SPR12 Week-long Secondary Internship Requirements
(A.) Documentation of 40 hours of field-based classroom participation (organized in a table with date, hours, and description); Options for 40 hours include:
A. SFNTHS – Project Coyote – covering of classes while SFNTHS faculty attend professional development (8 hrs.)1. Work with a group of students
2. Ask questions of student(s) about PBL process and procedures
B. Observe the Roll Out of a PBL project at SFNTHS (6 hrs.)
C. Participate and give feedback as a knowledgeable other in the Publicly Presented Product/Performance of the Roll Out observed in b. (6 hrs.)
D. 20 hrs. with an assigned mentor teacher (Note: if you do not attend one or two of the options mentioned above in a. through c., you must pick up those hours in your field experience with your mentor teacher; the mentor is not responsible for any of these options, they will be provided by USD faculty.)
Documentation of part A:
During our first block, we had plan. We worked with another teacher, Mrs. Gordon, and her student teacher. Amy and Mrs. Gordon work together to create each lesson. I was able to see the collaboration involved with creating parallel classes. They work from a list of “Learning Targets” which are content standards that the district provides.
The second block of the day was English III. This class was wrapping up their unit on The American Dream and presenting their projects. Their Learning Target for the day was “I can identify and analyze the relationship between concepts and characters”. The students were graded based on a group contract they did at the beginning of the unit. They determined at the start that their group was aiming for an “A”, “B”, or “C” as a highest grade. Each grade level had a different amount of work. To get an “A”, students had to utilize 21st century skills. I found it interesting that most groups did not aim for an “A”. This is Amy’s form of differentiation, which varied from the differentiation I had studied.
After English III was English II. They were beginning working on a paper about a story called “On the Rainy River”. They had to complete a graphic organizing about themes relating to the story. The graphic organizer helped students make their thesis for their papers.
Next was English III Honors. This group spent time reading The Great Gatsby. They then created fishbowl questions and did a fishbowl exercise. I enjoyed seeing the fishbowl in practice. It seemed like a very effective way to have a class discussion. The students were very interested in the story and were very active participants in the fishbowl.
(B.) 750-1000 word paper that is an analytic reflection of PBL
A. Advantages and benefits of PBL (wall-to-wall and/vs. integrated approach1. Limitations and concerns
2. Possible solution(s) for each limitation/concern raised
Documentation of part B:
PBL Paper
(C.) Collaboratively plan/design, teach, assess, and analyze a lesson during the week-long experience
A. Select and prepare a lesson
1. Collaborate/decide upon a lesson to teach
2. Prospective secondary teacher prepares ideas individually first
3. Collaboratively discuss both parties’ ideas for the lesson
4. Prospective secondary teacher plans the lesson and prepares a formal lesson plan
B. Design a briefdiagnostic/pre-assessment tool for the lesson. The candidate is trying to capture naïve ideas/conceptions, well-known misconceptions pointed out by research, influencing prior knowledge, and/or knowledge of the concept/topic prior to the lesson to help inform the design of the lesson.
1. Give it to the students prior to teaching the lesson
2. Analyze the results
3. Make design changes to the prepared lesson based on results
C. Design an assessment (formative/summative) tool(s) to analyze the degree to which the lesson impacts student learning
1. Options: pre- and post-test (pre-test would replace the diagnostic), exit slip, performance task, one-minute write, journal prompt, etc.
D. Teach the lesson and collect data on impact
Documentation of part C.
Lesson Plan
Pre-assessment and Assessment
(D.) Written reflection of your planning, teaching, and assessing of the lesson
The candidate is to discuss in a paper the engagement of students, evaluation of the learning of all students, data (possibly in the form of charts and graphs) from assessments, how the instructional decisions that were made impacted the data/results, and adjustments necessary for the instructional plan.Documentation of part D.
Reflection
Grading Scale
(Using the Nines System)x points is assigned an Ax points is assigned a Bx points is assigned a Cx points is assigned a D
<=89 points is assigned an F
Items that I have included that might be helpful for accomplishing the requirements of the internship
Criteria for Written Reflection of your Planning, Teaching, and Analysis
1. What did the students learn from your lesson? How do you know they learned from your lesson? In answering these questions be sure to include a discussion of your data (possibly in the form of charts and graphs) from your assessments.
2. Were the students engaged? What observations and/or data lead you to believe that they were/were not engaged?
3. What did you think about or consider when planning the lesson? (Be specific.)
4. What do you think was the most effective part of the lesson? Why?
5. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? How did the instructional decisions that you made impact the data/results.
6. Were the activities/materials/visuals/aids appropriate? Why? Why not?
7. What necessary adjustments would you make to the instructional plan? What part or parts of your plan would you consider changing before teaching this lesson again? And why?
8. What do you see as your teaching strengths?
9. Identify a goal you would like to work on/achieve in your future teaching.
School of Education Standards for Initial Preparation of Teachers
1. Understands Content: The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.
2. Understands Development: The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.
3. Understands Difference: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Designs Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.
5. Manages and Motivates: The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.
6. Communicates: The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.
7. Plans for Instruction: The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.
8. Evaluates: The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. Reflects on Practice: The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10. Participates in the Professional Community and Seeks Professional Growth: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.
11. Integrates Technology to Enhance Learning: The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.
12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities: The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.
Suggested Routines for Participating in the classroom
1. Make a seating chart.
2. Take attendance.
3. Run errands for the classroom teacher.
4. Help with classroom housekeeping.
5. Organize materials needed for a lesson.
6. Make copies of materials needed for the lesson.
7. Help pass out materials to the students.
8. Arrange a bulletin board.
9. Check out books from the library to be used by students in the classroom.
10. Check out media to be used in a lesson.
11. Make a chart or graph.
12. Make a transparency or stencil.
13. Run a film, filmstrip, videotape, etc.
14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.).
15. Develop a bibliography for an upcoming unit.
16. Correct papers.
17. Set up or help set up a lab.
18. Write news/assignments on the chalkboard.
19. Set up a learning center.
20. Set up an experiment or a demonstration.
21. Obtain a speaker to come to class, or help organize a class field trip.
22. Help gather materials for a class party.
23. Help make costumes for a class play.
24. Send out a class newsletter to parents.
25. Help individual students with seatwork.
26. Assist a small group.
27. Assist students with library research.
28. Monitor a test.
29. Hand out and collect materials.
30. Listen to an individual student read or recite a lesson.
31. Give a test or a quiz.
32. Read aloud or tell a story.
33. Help students in a learning center.
34. Accompany students to school office, bus, playground, after-school programs.
35. Help monitor the hallway, lunchroom, or playground